Do Academic Origins Influence Perspectives on Teaching?

Autor/inn/en	Jarvis-Selinger, Sandra; Collins, John B; Pratt, Daniel D.
Titel	Do Academic Origins Influence Perspectives on Teaching?
Quelle	In: Teacher Education Quarterly, 34 (2007) 3, S.67-81 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Majors (Students); Preservice Teachers; Student Teacher Attitudes; Educational Background; Gender Differences + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Vorbildung; Geschlechterkonflikt
Abstract	Factors that influence the process of a teacher's development are only partially understood. Some researchers have shown that students enter preservice education programs believing that good teaching is highly related to their knowledge and their ability to convey that knowledge to others. It is also expected that students entering teacher training from undergraduate degrees in science, for example, might hold beliefs about teaching that differ from the beliefs of those who enter teacher training fresh out of degrees in the arts or the social sciences. Yet there is little or no empirical evidence to support or refute this contention; nor is there evidence to say how those normative beliefs might differ, if indeed they do. To explore these questions and others, the authors tracked 356 teachers-in-training as they exited undergraduate degree programs in a variety of specific disciplines and entered a one-year intensive teacher-training program. This article reports on the relationship between disciplinary majors and preservice teachers' beliefs about teaching, learning, and knowledge. (Contains 1 figure and 4 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10